Literaturnachweis - Detailanzeige
| Autor/inn/en | Patrick, William J.; Stanley, Elizabeth C. |
|---|---|
| Titel | Assessment of Research Quality. AIR 1995 Annual Forum Paper. |
| Quelle | (1995), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Accountability; Departments; Doctoral Programs; Educational Assessment; Evaluation Criteria; Foreign Countries; Government School Relationship; Higher Education; Institutional Research; Program Effectiveness; Quality Control; Research Universities; Researchers; United Kingdom |
| Abstract | The British experience of nationwide research quality assessments and new measures to improve accountability are described. Consequences for the higher education system and for individual institutions are examined. Three national assessments of the quality of research in the United Kingdom (U.K.) in 1986, 1989, and 1992 have provided a standard rating of research programs in order to increase selectivity in allocating funds. In each assessment institutions prepared information for assessment by central panels, which judged the usefulness of certain statistics as indicators of research quality. Comprehensive peer review of research quality has demonstrated the usefulness of certain performance indicators. Information which is collected about faculty researchers is identified, including number of publications produced and number of research assistants. Issues related to quality ratings of departments are addressed. Efforts of the University of Glasgow (Scotland) to maintain and enhance its research quality ratings are discussed. Comparisons are made of U.K. research assessment approaches and U.S. research doctorate program assessment using measures of the National Academy of Sciences. Implications of U.K. approaches to assessment for U.S. institutional researchers are addressed. Generally, the British results give support to the use of some quantitative measures of research outputs and inputs as indicators of overall research quality; however the system would be unlikely to transfer successfully into a new setting if the underlying purpose diverges in any way from the British experience. (Contains 16 references.) (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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